Descriptor
| Age Differences | 3 |
| Concept Formation | 3 |
| Data Analysis | 3 |
| Shift Studies | 3 |
| Dimensional Preference | 2 |
| Elementary School Students | 2 |
| Mediation Theory | 2 |
| Responses | 2 |
| Cues | 1 |
| Developmental Psychology | 1 |
| Discrimination Learning | 1 |
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Peer reviewedBlock, Karen K.; And Others – Developmental Psychology, 1973
Results showed that reversal shift was easier than extradimensional shift and that relative shift difficulty was unaffected by instructions, in contrast to findings with college-age subjects. (Authors)
Descriptors: Age Differences, Concept Formation, Data Analysis, Developmental Psychology
Peer reviewedTighe, Thomas J.; Tighe, Louise S. – Journal of Experimental Child Psychology, 1972
Presolution reversal prevented or significantly retarded learning in kindergarten and first-grade children but did not hinder learning in fifth-grade children. (Authors)
Descriptors: Age Differences, Concept Formation, Cues, Data Analysis
Peer reviewedBrown, Ann L.; Scott, Marcia S. – Journal of Experimental Child Psychology, 1972
The ability of children of 3-5 years to acquire mediated solutions to conceptual problems and to execute rapid reversal shifts within these concepts suggests that their problem solving capacity is not necessarily limited to simple associative responses. (Authors)
Descriptors: Age Differences, Concept Formation, Data Analysis, Learning Theories
